Pedagogical Project
This project will be a hands-on demonstration/presentation in which you apply/enact the theory of literacy (or some vital aspect of the theory) you developed in Project 2. Envision yourself in the role of a language arts teacher. What are the operative concepts and terms from you theory? How might you manifest your understanding of literacy in some classroom activity? Choose an educational level, preschool through adult education, and tailor your activity to that level, keeping in mind the age group and literacy abilities of your students. Be as detailed as possible. Prepare a handout or some other material to accompany your presentation.
Discourse Analysis
This project will be a hands-on demonstration/presentation in which you lead the class in an examination of some text of your choosing. Consider the rhetorical contexts in which this text is produced, exists, and is consumed (read or heard). Who is the writer/speaker? What roles do gender, race, age, political or religious affiliation play in the choice of language used or in tone and style? What is the message? What kinds of constraints limit/shape the message? Who is the reader/listener? Be creative with your choice! Evan is examining a really long sentence from an interview with Sarah Palin. Diane is going to examine the language of personal ads. We’ve discussed the possibilities of examining language use on various social networking sites (facebook, twitter). Former students examined graffiti as public literacy, and the relationship between language, power, and authority in college course syllabi. For this option, you will also prepare a handout that helps the reader understand your examination/interpretation. Be as detailed as possible.
You are encouraged to take advantage of our master classroom and develop a power-point presentation for each of these options. The extent to which you rely on the technology, however, is up to you. You will be graded on the quality of your presentation, the extent of your examination, the effectiveness of your handout or other supportive materials, and on your enthusiasm for the work you’ve completed. My advice: consider what you’re examining to be a fascinating human phenomenon, and be enthused!
Graduate students
In addition to the presentation and handout, you’ll need to submit a four to five page essay-treatment of your topic. If you choose the pedagogy option, think of this essay as a project rationale. If you choose the discourse analysis option, think of this essay as a more formal treatment for your interpretation.
Presentation Dates
April: W/14 (five undergrads) April: M/26 (grads)
M/19 (five undergrads) W/28 (grads)
W/21 (five undergrads)
F/23 (five undergrads)
Thursday, April 1, 2010
Friday, February 19, 2010
Excerpts from Literacy Narratives
You can begin to post excerpts from your narratives on this blog; click on the "Comments" link below this post, and copy your excerpt.
Just Getting Started
Assignment
For our second writing, we’ll compose an original, analytical essay, based on evidence from our autobiographical literacy narratives. After discussing portions of the narratives in class, you will identify a significant pattern in the accounts that says something important about reading, writing, and learning in an ever-changing world. You will use evidence from the accounts (as well as background from our readings whenever relevant) to explain what you see and why it is important.
In some regard, we are still doing “Discourse Analysis,” only we’re focusing on narratives we ourselves have written with an eye toward formulating our own theories of literacy. Consider the advice of literacy researcher, Frank Smith: be aware (beware) of metaphors posing as factual explanations (i.e. literacy skills); create your own metaphors as a way to reorient our conceptions of literacy and learning. A large part of your analysis might be explaining what, exactly, literacy is, perhaps what it is not, perhaps characterizations of literacy learning, education, and sponsorship, and perhaps some attention to the uses to which we put literacy (as they appear in the narratives we read). Look for patterns or themes across the narratives you read that might lead you to some grounded theory.
Method
We will form into smaller groups of five or six. You will be responsible for providing a copy of your literacy narrative for each member of your group. These narratives will be your primary sources. Use the articles from Stuckey, Barton, and Brandt (among others) to help you think about what these narratives say about literacy, literacy development, literacy education, etc. Let’s get started today.
Due Date: Monday, March 22
For our second writing, we’ll compose an original, analytical essay, based on evidence from our autobiographical literacy narratives. After discussing portions of the narratives in class, you will identify a significant pattern in the accounts that says something important about reading, writing, and learning in an ever-changing world. You will use evidence from the accounts (as well as background from our readings whenever relevant) to explain what you see and why it is important.
In some regard, we are still doing “Discourse Analysis,” only we’re focusing on narratives we ourselves have written with an eye toward formulating our own theories of literacy. Consider the advice of literacy researcher, Frank Smith: be aware (beware) of metaphors posing as factual explanations (i.e. literacy skills); create your own metaphors as a way to reorient our conceptions of literacy and learning. A large part of your analysis might be explaining what, exactly, literacy is, perhaps what it is not, perhaps characterizations of literacy learning, education, and sponsorship, and perhaps some attention to the uses to which we put literacy (as they appear in the narratives we read). Look for patterns or themes across the narratives you read that might lead you to some grounded theory.
Method
We will form into smaller groups of five or six. You will be responsible for providing a copy of your literacy narrative for each member of your group. These narratives will be your primary sources. Use the articles from Stuckey, Barton, and Brandt (among others) to help you think about what these narratives say about literacy, literacy development, literacy education, etc. Let’s get started today.
Due Date: Monday, March 22
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